Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
On Movie Maker, students will work in small groups to create a movie review based on a book they have read. Students will summarize a story using their own words focusing on the main events. They will also convince other students why they should read their book of choice.
Essential Questions What will guide student
inquiry?
Why did you like this book? What was engaging about this book? What did you imagine in your mind while reading this book? Why should others read this book? How could you convince others to read this book?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Language Arts: (S3, C5, PO1) Students will write a literary response that includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. ELP:The student will listen actively to the ideas of others in order to acquire new knowledge. Technology: (S4, 4T-E2, PO1) The students will plan, design and present an academic product using technology tools (presentation software, digital cameras, projection devices)
Student Outcomes What will students learn
and do?
Students will be able to identify the key elements of a story. Students will be able to sequence a story they have read. Students will be able to work together to produce a movie with animations. They will be able to orally express why they liked a book.
Students will be convincing other why a book is worth reading.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Overview
Title: Book Review
Grade Level: 6th SEI
Subject Area: Reading/Language Arts
Time Frame (when, duration): August - October (1st Quarter)
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Students will summarize a story using their own words focusing on the main events.
They will also convince other students why they should read their book of choice.
What will guide student
inquiry?
What was engaging about this book?
What did you imagine in your mind while reading this book?
Why should others read this book?
How could you convince others to read this book?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
ELP: The student will listen actively to the ideas of others in order to acquire new knowledge.
Technology: (S4, 4T-E2, PO1) The students will plan, design and present an academic product using technology tools (presentation software, digital cameras, projection devices)
What will students learn
and do?
Students will be able to sequence a story they have read.
Students will be able to work together to produce a movie with animations.
They will be able to orally express why they liked a book.
Students will be convincing other why a book is worth reading.
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL